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Comparative Analysis of Competency-B...

Nystrom, Camron Jon.

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Comparative Analysis of Competency-Based versus Traditional Instruction and Assessment using Narrative Feedback Strategies in 8th Grade Language Arts.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Comparative Analysis of Competency-Based versus Traditional Instruction and Assessment using Narrative Feedback Strategies in 8th Grade Language Arts./
Author:	Nystrom, Camron Jon.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	167 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10748695
ISBN:	9780438306042

Comparative Analysis of Competency-Based versus Traditional Instruction and Assessment using Narrative Feedback Strategies in 8th Grade Language Arts.
Nystrom, Camron Jon.

Comparative Analysis of Competency-Based versus Traditional Instruction and Assessment using Narrative Feedback Strategies in 8th Grade Language Arts. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 167 p.

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ed.D.)--Concordia University Chicago, 2018.

Communication of student learning and progress is critical for schools and teachers to share with students and parents. It was through this communication where the study evaluated the type and frequencies of feedback in classroom as part of a competency-based instruction and assessment delivery method.

ISBN: 9780438306042Subjects--Topical Terms:

529436
Educational leadership.

Comparative Analysis of Competency-Based versus Traditional Instruction and Assessment using Narrative Feedback Strategies in 8th Grade Language Arts.
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245 1 0 $a Comparative Analysis of Competency-Based versus Traditional Instruction and Assessment using Narrative Feedback Strategies in 8th Grade Language Arts.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 167 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
500 $a Adviser: Ronald Warwick.
502 $a Thesis (Ed.D.)--Concordia University Chicago, 2018.
520 $a Communication of student learning and progress is critical for schools and teachers to share with students and parents. It was through this communication where the study evaluated the type and frequencies of feedback in classroom as part of a competency-based instruction and assessment delivery method.
520 $a An action research dissertation study was conducted. Quantitative data were collected from pre- and post-intervention motivation surveys, classroom grades, and pre-and post-intervention STAR 360 assessment scores. Additionally, qualitative data were collected via student and parent post-intervention surveys and teacher post-intervention interviews.
520 $a Mixed results from this study add to the existing research on narrative feedback and competency-based instruction. The competency-based classroom experienced the highest likelihood of meeting their growth targets and had the highest classroom grades. Within the traditional classroom, the narrative feedback group had higher growth targets and higher classroom grades when compared to the traditional feedback group. The intrinsic motivation factors need further study as results were inconsistent.
590 $a School code: 1711.
650 4 $a Educational leadership. $3 529436
650 4 $a Middle school education. $3 969762
650 4 $a Language arts. $3 532624
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690 $a 0450
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710 2 $a Concordia University Chicago. $b Educational Leadership. $3 2098450
773 0 $t Dissertation Abstracts International $g 80-01A(E).
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791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10748695